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FLORIDA PRESBYTERIAN COLLEGE 



1962-1963 



"The object of the college 
is the intellectual and spir- 
itual life. Its life and disci- 
pline are meant to be a 
process of preparation, not 
a process of information. 
By the intellectual and 
spiritual life I mean the 
life which enables the mind 
to comprehend and make 
proper use of the m^odern 
world and all its oppor- 
tunities." 

Woodrow Wilso7i 




Aims 1 

Ways 7 

Means 17 

A. The Curriculum 18 

B. Campus Life 22 

C. Admission 27 

D. Costs 31 

E. The Staff . 32 

F. Location 42 

Courses of Instruction 

A. Core courses _. 48 

B. Humanities 48 

C. History and 

Social Sciences J4 

D. Mathematics and 

Natural Sciences 62 



Calendar of Events 



68 



BULLETIN OF FLORIDA PRESBYTERIAN COLLEGE 



Vol. Ill, No. 9 October, 1961. Published Monthly. 

St. Petersburg, Florida. Second Class Postage paid at St. Petersburg, Florida. 

This issue of the Bulletin of Florida Presbyterian College contains general information 
about the College. For more detailed information write to the Director of Admissions. 



PRESBYTERIAN 



COLLEGE 




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ARCHIVES DEPARTMENT 

ECKERD COLLEGE 

ST. PETERSBURG, FLA. 33733 





This is 



a new adventure 
in Education 

A Four-Year, Coeducational 
Liberal-Arts College 



This is a 

presentation of 

Florida Presbyterian College 

in St. Petersburg, 

Florida . 



Its 

states 

its 

"to impart to her students, 
against a background of 
Christian faith, a knowl- 
edge of men, the universe 
in which they Hve, the re- 
lationship between the two, 
and the relationship of 
both to the Creator and 
Redeemer." 




This booklet presents the aims, ways, and 
means of Florida Presbyterian College. It spells 
out a program designed to express our phi- 
losophy and to achieve our aims. 

Our basic task at this College is to prepare 
leaders for every aspect of life. 

Of the two fundamentals to the fulfillment 
of this task, one is education of high academic 
quality. This means a curriculum offering our 
students opportunities to pursue their quest for 
truth in an orderly way. This means a curricu- 
lum in which we see knowledge as a unity, 
requiring nothing irrelevant to the basic quest 
and allowing freedom to explore the ways to- 
ward understanding, free from the shackles of 
prejudice, intolerance, or coercion. This means 
a faculty outstanding in character and scholar- 
ship, skilled in communication, and intensely 
devoted to each individual student in his quest. 

This means a library, laboratories, lecture 
halls, study aids adequate to serve the needs of 
the academic community in its learning. Florida 
Presbyterian College offers all of these. 

The other fundamental is a concern for 
character. Leaders need to know how to do the 
work to which they commit themselves. They 
must also have proper motivation. Love of 
God, concern for others, understanding, loyalty, 
honor, responsibility are active virtues without 
which we may be led to our own destruction. 
Its charter guides and challenges Florida Pres- 
byterian College as a church college to prepare 
good leaders. Our faculty and staff, curriculum 
and campus life all point to man's highest and 
best. 

I invite young people, their parents, coun- 
selors, and our friends to consider seriously the 
program illustrated herein and welcome any 
qualified student to life in our community, 

William Howard Kadel 
President 




Aims 




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Liberal arts, so called because their study 
liberates men and fits them for a place in a 
free society, means opened horizons. The cen- 
tral concern of Florida Presbyterian College is 
to lead her students to deeper insight, compre- 
hension, and understanding of men, of our 
universe, and of the relations between the two. 
Through superior students, experimentation, 
and Christian community, Florida Presbyterian 
College plants in her students a desire for 
knowledge and a love of wisdom and invites 
them to the satisfactions which the persistent 
pursuit of such ideals may afford. 





To such an end, Florida Presbyterian College 
actively seeks superior students Trusting that 
our leaders in days to come are the superior 
students of today, Florida Presbyterian College 
trains them to be good leaders and to seek and 
to assume leadership. Certain kinds of curricu- 
lum and methods of teaching are possible and 
appropriate only with superior students. While 
Florida Presbyterian College spells few rigid 
entrance requirements it expects of her pros- 
pective students considerable attainment in aca- 
demic subjects. In addition to scholarly achieve- 
ment, students should display unusual breadth 
of interest and excellence of character con- 
ducive to the orderly transition from secondary 
school to college. Such young men and women 
must be eager to learn, to grow physically, 
intellectually, and spiritually. Above all, they 
must be ready to accept much of the responsi- 
bility for their own learning. 



Florida Presbyterian College exists to prove 
to the world that the minimum or average 
need not be the norm in education (or think- 
ing) and to test the proposition that education 
can be both liberal and Christian. It adopts 
experimental attitudes in attempting to reach 
its goals through unique but carefully consid- 
ered means. Some we have already adopted, like 
the foUr-year program of common courses de- 
signed to foster community; some we do not 
yet know but are willing to consider and try. 



Thus we are engaged in living research in higher 
education, not merely in developing something 
we already have. The general direction of our 
research is to discover how students can most 
skilfully learn to make evaluations. Description 
and analysis are not sufficient, we believe, for 
moral education. They cannot be dispensed with: 
they are necessary in the search for truth. But 
the search for truth cannot stop with them. 
Truth requires judgment and choice based upon 
moral presuppositions. The formulation of stand- 
ards of judgment as a conscious intellectual 
activity and the habitual judgment of such 
standards are an indispensable part of this kind 
of education. We do not presuume that Florida 
Presbyterian College is the first college to assume 
the necessity of a moral end of education, but 
we are experimental in trying to find out how 
best such an end can be realized. 



In still a third way we are probably more 
experimental than in any other: we are trying to 
find out what a Christian college is! Those who 
have studied the idea longest and hardest agree 
that people in general have no clear-cut idea 
of what a Christian college is or should be and 
that disagreement is to be expected. Still we are 
all united in believing that there should be a 
college in which the presuppositions are avow- 
edly Christian and that we are going to try with 
all our hearts and souls and minds to find out 
what it is. Truth, freedom, and Christianity 
have inevitable connections whether in the 
search, the heritage, or the government of a 
Christian college. And we have a vision of a 
Christian community which is not monastic in 
separating dedicated persons from the world but 
which prepares dedicated people to go back into 
the world and witness through the exercise of 
their intellect. This witness, we pray, will prove 
to the world that a Christian education best 
fits people for life, liberty, and the pursuit of 
happiness for others. 







i 



A private, coeducational, liberal-arts college, 
founded and maintained by the Presbyterian 
Churches — both U. S. and U. P. U. S. A. acting 
co-operatively — Florida Presbyterian College 
acknowledges as primary in the search for truth 
a knowledge of God and of ourselves as revealed 
in Jesus Christ. The College examines and nur- 
tures beliefs and attitudes central to Christian 
interpretations of man and recognizes faith as 
a probing and vitalizing force. Dedicated to the 
inspiration of a strong sense of Christian obliga- 
tion for involvement and leadership in local 
and global events, the College is equally dedi- 
cated to the proposition that its doors are open 
to qualified students of all faiths. 



Florida Presbyterian College thus has a deep concern 
for her students. She seeks to stimulate growth — the stu- 
dent's realization of individual potential — and encourages 
individual attainment. With the fundamental aim of the 
college community to make students aware of the serious- 
ness of their vocation, students, throughout their under- 
graduate careers, exercise their powers of decision on the 
basis of informed and thoughtful judgment consciously 
pursued. 

Learning Is Personal 

Florida Presbyterian College stands for unified aca- 
demic community in which each member's recognition 
and security depends on his freedom to pursue scholarship 
and to associate with others. Here learning is personal and 
widely varied because of the realization that knowledge 
comes from others of differing as well as similar back- 
grounds and pursuits. Thus we employ both conventional 
and unconventional methods in the search for truth to 
provide insights and skills which train and excite our 
students' intellects and emotions for creative and imagina- 
tive expression. 

In guiding our students' development, we afford them 
innumerable opportunities to learn emotional indepen- 
dence, the necessity for individual questioning, and the 
exercise of their right and duty of personal judgment. 
Thus, Florida Presbyterian College cherishes freedom of 
thought. For her entire academic community — students, 
faculty, staff — she insists upon respect for human dignity 
and individual moral responsibility supported by the belief 
that humanity was created for one great co-operation. And 




E R 1 M 




thus also the college confronts students with the conflicts 
of cultures, affording them an opportunity to intensify 
their own search for meaningful and applicable values in 
order to arrive at new and broader understandings of 
themselves and their studies in relation to culture, creation, 
and the ultimate. 

Prospective students, regardless of major field of study 
and plans beyond the undergraduate years, will find in 
Florida Presbyterian College educational experiences basic 
to lasting satisfaction, personal integration, and social use- 
fulness. The program of liberal arts, complete in itself, 
is eminently practical, regardless of a student's intended 
vocation or avocation. In addition, the college provides 
specific preprofessional training for the ministry, medi- 
cine, law, education, business, and graduate work in special- 
ized fields. 

In short, Florida Presbyterian College aims to provide 
life-long attitudes of always seeking deeper, fuller com- 
prehension, of always seeking the whole view, of always 
following courses of action to extend capabilities and 
responsibilities for personal and corporate betterment. 




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Founded in the tradition of the great American Uberal-arts schools, Florida 
Presbyterian College has been singularly blessed from its beginning. The 
founders, trustees, staff, and faculty have together pursued a policy of experi- 
mentation. This policy has been not to cast out what has proved successful in 
education of the highest quality but rather with a fresh start to develop and 
adopt new approaches, programs, facilities, and procedures. Already the cur- 
riculum and the permanent campus, planned by architects and educators 
working together, have captured widespread attention and enthusiasm among 
those concerned with meeting the vastly increasing demands for higher educa- 
tion in the United States for superior students. 

To carry out a college program of the first order efficiently and at a 
minimum cost, students themselves undertake independent learning during their 
four years. The program generates independence of thinking and study to pro- 
duce fuller understanding, to inspire personal initiative, and to develop welcome 
acceptance of responsibility. The entire program emphasizes independent study, 
under faculty guidance and review, and develops and maintains individual 
responsibility through specific means. 



To promote a community of learners and to demonstrate the interrelated- 
ness of knowledge, Florida Presbyterian College asks every student to take at 
least one course which all students in his year are taking. These are the core 
courses taught co-operatively by professors from art, biology, economics. 





history, literature, language, mathematics, music, philosophy, physics, political 
science, psychology, religion, and sociology. In these students pursue with the 
group and on their own a critical understanding of the major attempts of 
man to interpret his purpose and to organize his experience through the 
analytic and historical study of works and institutions. 



To reinforce the idea of the interrelatedness of knowledge, the college 
offers seminars for the pursuit of special topics of investigation outside of a 
student's major field. In them he learns the questions, modes of investigation, 
and the kinds of information relevant to a subject other than his specialty. 
Since the other members of the seminar are nonspecialists too, students learn 
from one another and work co-operatively on problems agreed to in advance. 




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During his senior year, every student 
takes a seminar in his major field. Upon 
recommendation of their major professor, 
seniors may elect to pursue an independent 
program of study and research in addition 
to or in lieu of the senior seminar. They 
present the results of their work in a thesis. 



10 




The Winter Term is a special four-week period of independent study for 
all undergraduates. It comes between the fall semester, which begins early in 
September, and the spring semester, which begins early in February. With 
examinations for the fall semester over before the Christmas holidays, January 
is free for intensive study. Designed to develop the qualities of self-discipline 
in pursuits requiring the student to be the prime explorer, the Winter Term 
asks him to work without the customary routine of classroom and lecture hall 
on a single problem growing out of his other studies and to present his findings 
in final form. With guidance he chooses and limits his subject, gathers material, 
organizes it, and presents it as a paper, a short story, a painting, a piece of 
laboratory apparatus. During this special semester, each professor directs the 
activities of about fifteen students. A student selects a professor to work under; 
sometimes the group works co-operatively on topics or problems announced in 
advance, and sometimes they work separately. Throughout the four weeks, the 
professor is available for consultation and guidance. This intensive, independent 
study supplements the extensive work of the courses and thus affords unusual 
opportunity for the student each of his four years to engage in extended, 
creative work not normally afforded in traditional undergraduate curriculums. 
Through the Winter Term at Florida Presbyterian College, the student not 
only works on his own to master a limited subject but may have the benefit 
of stcp-by-stcp evaluation of his work. 



11 




Indeiw.ndpjit Studv 

Proficiency rather than fulfillment of course requirements is the measure 
of accomplishment and admission to advanced studies. Thus performance (e.g. 
on placement tests) rather than credit previously earned admits students to 
advanced work in the core courses, languages, sciences, and mathematics and 
determines progress toward a degree. In many areas, students can work inde- 
pendently, preparing themselves for advanced standing, doing research, and 
writing papers, and receive recognition for their work without attending 
lectures and classes. Hence a student may accelerate his education during the 
regular school year and the summer months at home according to his capabilities 
and secure the full recognition for work done independently which course 
credit normally certifies. 



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Florida Presbyterian College has no middle-sized classes. They are either 
large enough to encourage independent work and the exchange of ideas within 
the whole community or small enough to permit discussions in which learners 
(that is, both teacher and students) explore, debate, apd form conclusions 
together. Both large and small groups place increasing responsibility on the 
student and give him two different kinds of experience in learning. The large 
course contributes to the idea of community by assembling all students of a 
given year for lectures, panels, demonstrations, movies, and concerts and by 
providing small groups where students test their personal reactions against 
those of their fellows in a free forum. 



12 



A primary objective of studying a modern foreign 
language is learning to speak and understand it. The 
language laboratory facilitates this aspect of learning 
through aural-oral practice that the conventional 
classroom does not provide. The thirty-five position 
laboratory at Florida Presbyterian College is of the 
newest design. It operates by remote control so that 
the student can work independently or as a member 
of a class. By merely dialing an appropriate number, 
the student can hear an instructional tape, record his 
own 'responses, and play it back for comparison and 
corrections. As many as a hundred different tapes are 
available to the student at any time. 




Reading ability and effective study go hand in 
hand; usually the good student reads well. Hence 
Florida Presbyterian College offers a reading pro- 
gram to give all students the opportunity to improve 
their reading. Often good students can become even 
more efficient by increasing their reading rate; the 
best students often make phenomenal improvement. 
Our reading laboratory is well equipped, containing 
rate pacers, tachistoscopes, and a library of reading 
texts. This laboratory provides both group work and 
attention to individual needs. With some suggestions 
and guidance from the instructor, students work as 
independently as possible. On the basis of their per- 
formance all students learn whether they are to take 
a course in reading to raise their general proficiency, 
whether they should work only on special reading 
skills, or whether, though their reading is above 
average, they can profit by increasing their rate and 
comprehension. Those who should take a reading 
course may be advised to drop some subject. 



13 





Since academic success depends in great measure upon the written word, 
Florida Presbyterian College emphasizes a high degree of proficiency in writing 
both in the selection of its students and in determining their progress. The 
college looks for students who do not require training in writing in a formal 
course of composition but makes heavy demands upon them in their writing. 
Students learn to expect criticism from all their professors on their written 
work and help in planning papers and achieving effective style. In addition 
some staff members are available to help students overcome individual weak- 
nesses, and a writing laboratory enables students to form efficient procedures 
by providing a workshop for writing with a faculty consultant and appropriate 
reference books. 

Because the liberal-arts college must be a reading college, the library is the 
center of the academic program. With our emphasis upon independent work, 
the library, gift of Mr. and Mrs. William Luther Cobb of Tarpon Springs, 
Florida, becomes the primary instrument in the educational process. Thus with 
our emphasis upon reading and writing, it becomes the storehouse of the infor- 
mation, opinion, and techniques which make up a liberal education. Through 
its open shelves and the collections it maintains in each dormitory, students have 
easy access to many books. The library not only supplies materials for reference, 
required reading, and research papers but compiles bibliographies, prepares 
exhibits and promotes interest in reading. 

The initial goal of the William Luther Cobb Library is 100,000 volumes. 



14 



A student in the natural sciences has opportunity to undertake actual 
laboratory practice and research. Manual exercises and routine experiments 
(which are not experiments at all but repetitions) are minimized. Emphasis 
is rather on the student's acquiring the ability to distinguish theory and 
experimentation, exploring the appropriateness of methods, and evaluating 
design and techniques. The small laboratory becomes the place for group 
discussion and provides occasion for exchange of deas and procedures among 
students. 



Natural and man-made laboratories combine to provide for varied off- 
campus scientific study in the College's immediate area. The climate allows 
year-round field work in natural laboratories such as lakes, bays, and land-area 
communities, and students can apply knowledge of chemistry, physics, and 
biology to aquatic environments under a continuing research program of the 
College. There is also a high concentration of excellently staffed laboratories 
nearby concerned with electronics, nuclear physics, and chemistry, in addition 
to many private and governmental research facilities in the area. 




The practice of art and of music flourishes in the studios of Florida 
Presbyterian College. Here students may receive professional guidance indi- 
vidually or in groups of various sizes, or they may pursue independently the 
mastery of techniques. In the art studio a student works in many media. In 
the music studio he may study voice or the instrument of his choice. Small 
vocal and instrumental ensembles read their abundant literature throughout 
the year, and larger, more formal musical organizations rehearse regularly 
and present concerts both on and off the campus. As a result of their studio 
work, students periodically offer exhibits of their paintings, prints, and 
sculptures and recitals to the College community and friends. In its emphasis 
upon the activities of the studios the College encourages its students' personal 
involvement with the materials of the creative and performing arts. 




J Ji 



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Means 




A. The Curricidurn 



The Basic Four-Year Curriculum 





f 


Core course 




Language 


Mathematics 
or Logic 


Science 


Physical 
Education 


FRESHMAN 


Winter 




Independent study and research 






s 

Pr. 
1 
n 

g 


Core course 




Language 


Mathematics 
or Logic 


Science 


Physical 
Education 














'•., 


Core course 




Language 


Two other 
courses 


Physical 
Education 


SOPHOMORE 


Winter 




Independent study and research 






8 

Pr. 

I 
n 
e 


Core course 




Language 


Two other 
courses 


Physical 
Education 














f 


Core course 




Two courses in 
major 


Two other 
courses 


JUNIOR 


Winter 




Independent study and research 






S 

Pr. 

1 
n 
g 


Core course 




Two courses in 
major 


Two other 
courses 














f 


Core course 




Two courses in 
major 


Two other 
courses 


SENIOR 


Winter 




Independent study and research 






Pr. 

1 
n 
S 


Core course 




Two courses in 
major 


Two other 

courses 



This is the basic curriculum, the minimum program of the college. Students 
working with their advisers build on it, adding to it, adapting it to their 
abilities and needs. It gives them a choice of languages and sciences, a choice 
between mathematics (on several levels) and logic. In addition their pro- 
ficiencies give them scope in 

a. Language — Students must demonstrate competence 
in speaking, reading, and writing a foreign language 
and be familiar with the culture of the country to 
which the language is native. Competence sometimes 
is achieved through two college years of study fol- 
lowing two years of high-school study in the same 
language. 



18 



b. Mathematics and logic — Students take whatever 
mathematics they are ready for or logic either in the 
freshman or sophomore year. 

c. Courses in the major — By postponing mathematics or 
logic to the sophomore year, students may begin work 
in their major field as freshmen. The several fields of 
major study stipulate various requirements (see 
Courses of Instruction, pp. 46-66). 



Major 



Students may major in 
Humanities 
Art 

Languages, (French, German, Greek, Latin, Russian, Spanish) 
Literature 
Music 
Philosophy 
Religion 

History and the Social Sciences 

Economics and Business Administration 

History 

Political Science 

Psychology 

Sociology 

Mathematics and the Natural Sciences 
Biology 
Chemistry 
Mathematics 
Physics 

(Courses in Education leading to a teaching certificate at the secondary 
level are offered in conjunction with majors.) 

The curriculum also provides specific career preparation courses in the 
ministry, medicine, law, engineering, or graduate work in specialized fields. 



19 



d. Other courses. The college accepts and endorses the 
policy general in American education that a liberal- 
arts program includes studies in the three principal 
divisions. Yet it does not accept the standard pro- 
cedure of prescribing a certain number of courses in 
other than the major departments because it tends to 
an accumulation of courses not in any deep sense 
relevant to the intelligent development of the par- 
ticular student or to his major course of study. 
Accordingly, it has established a policy of making the 
course of study unified for individual development 
and interests. The college does not define such atten- 
tion to other fields as a number of courses but as a 
plkn involving a student's unique experiences of pro- 
grammed special readings connected with his main 
interest, of independent study, or of other devices. 
The principle operative in each case is that the plan 
of study be coherent and orderly and not defined as 
formal course credits. 



Requirements for Degrees 

Although there are no absolute requirements for the degrees the college 
looks for: 

a. the experience of the general, interdisciplinary core 
courses, 

b. a grasp of the fundamental methods and concepts in 
the humanities, social sciences, and physical sciences, 

c. proficiency in a language other than the student's 
native language, 

d. competence in a major field of study, 

e. participation and achievement in physical education, 

f. achievement in independent study, particularly in 
the Winter Term, 

g. ability to speak and write English effectively and 
correctly. 



20 



>\grees 

Florida Presbyterian College awards the degrees of Bachelor of Arts to 
students in the Humanities and the Social Sciences and Bachelor of Science 
to students in Mathematics and Natural Sciences. 



The evaluation of academic progress at Florida Presbyterian College rests 
on a student's response to educational opportunity rather than on the fulfill- 
ment of an arbitrary set of course requirements. Our standards emphasize 
quality rather than quantity, and our rewards and awards are for outstanding 
and creative work. To emphasize the greater importance of intellectual achieve- 
ment than of grades, Florida Presbyterian College uses grades only for advisory 
purposes and for the transfer of credit to other institutions. In advising students, 
we use the grades of H (honors), S (satisfactory), and U (unsatisfactory). 



Education at Florida Presbyterian College has been designed to be both a 
complete entity in itself and a starting point for a continuing search for truth. 

By its nature, it will prove an excellent training base for those who wish 
to pursue advanced academic training in a specialized field. We expect a 
substantial number of our graduates to go on to some advanced study — in 
education, medicine, law, the ministry, the sciences, the humanities, engineering, 
the social sciences, and other fields. 

To assist students in obtaining permanent positions after graduation, we 
shall have a placement office to arrange visits for companies and agencies 
seeking personal interviews with our students. In addition, the Placement 
Office will undertake special activities to assist those graduates who seek 
opportunities in teaching. 

A continuing program of alumni participation is to be established, and 
close contact with alumni is planned through various publications, personal 
visits, seminars, class reunions, a Continuing study program, and other means. 

This institution will endeavor to continue, as it did during the under- 
graduate years, to serve as a great stimulus to the men and women who came to 
it seeking an education of high quality and who have left as mature, respon- 
sible people capable of leadership. 



21 



B, Campus l^ife 




Florida Presbyterian College provides a resi- 
dential student life, most of its undergraduates 
living on campus. The young men and women 
in residence learn from their friends and associ- 
ates, acquire understanding, leadership, and 
tolerance, and practice free, democratic choice 
of action. Our day students participate in all 
campus functions in every way possible. All 
students become involved in and identified with 
the academic community as a whole. 



onor System 

Student government is an important part 
of campus life at the College. Collective action 
by undergraduates in self-government is vital 
to the College program. Basic thereto is the 
Honor System, enforced by the students them- 
selves. All student activity, academic and social, 
presupposes it. Predicated on Christian values, 
in its practice it contributed to the development 
of emerging, mature human beings. The College 
encourages a full, satisfying, and meaningful 
campus life involving all students, and they 
organize and conduct social functions, publica- 
tions, intramural sports, organizations, and 
special events like concerts. 



22 




Each student meets a faculty adviser during the summer Pre- 
college Conference. The day before the opening of Fall Semester, 
the adviser prepares his students for the college program. He schedules 
periodic conferences during the year with each student and is avail- 
able for additional meetings upon request. Faculty advisers form an 
integral part of the counseling program, and through his adviser 
every student has access to every special program and assistance likely 
to make college life meaningful and enjoyable. 

The College compiles much information concerning students 
during the course of admission: strengths, weaknesses, interests, apti- 
tudes, and the like. The Director of Counseling uses such information 
in choosing the most appropriate adviser for each student. He gives 
both the adviser and the resident counselor relevant information. 
Thus rather than being merely one of the herd, each student is a 
distinct person with his individual problems and potentialities. 

Through the resident counselor, faculty adviser, or any faculty 
or staff member or through his own efforts, a student may seek and 
learn ways to get additional assistance for making the most of his 
college experience. A professional counseling service is available on 
a confidential basis to students with personal problems. And a voca- 
tional-guidance program assists students in academic and vocational 
planning. 



23 




The religious program of Florida Presbyterian Col- 
lege is ecumenical, organized as the Student Christian 
Association (SCA). Its mission is to focus the Christian 
faith in the academic community. To this end, the SCA 
constantly strives toward the following: 

a persistent, prayerful search for the meaning of the 

Christian faith; 
a conscious effort to discern God's purpose for each 

person especially as it relates to his vocation; 
a fellowship of the academic community joined in 

common worship and the search for truth; 
a continuous appraisal of the community to help 
keep the Christian faith central in our search for 
truth; 
a conscious concern for the life and mission of the 
Ecumenical Church and encouragement of re- 
sponsible participation in its members. 
The basis for the program is worship. Being within the 
Protestant tradition, all aspects of our program are 
voluntary. The chaplain and choir conduct a worship 
service for the community on Thursdays. The worship 
committee of the SCA conducts evening prayers three 
times a week. Through designing and conducting wor- 
ship, students have the opportunity of understanding 
better the meaning of worship. After Evening Prayer 
on Sunday, the SCA conducts its general program of 
the week. During the week, the SCA sponsors small 
study groups. Faculty members conduct general discus- 
sions in the dormitories. The SCA program deals with 
the teachings of the Church and encompasses campus, 
community, national, and international problems. Stu- 
dents also have an opportunity to take part in regional 
and national conferences and ecumenical work camps. 
The program of Florida Presbyterian College helps the 
student to an intelligent and responsible Christianity 
in all areas of life. 



24 




M^^' 



Students have medical attention and services 
throughout the academic year. A registered 
nurse is on hand and a physician available at 
all times on a consulting basis. Those cases that 
cannot be treated in the college's own well- 
equipped infirmary will be referred to either 
of two excellent hospitals in the city of St. 
Petersburg. One of these hospitals is only eight 
blocks from the interim campus. All students 
have adequate health and accident insurance. 



Student Bookstore 

The campus bookstore sells books and other 
materials required for undergraduate study. It 
contains new and used texts, a wide selection 
of exciting books, phonograph records, prints, 
and supplies. Students have a voice in the choice 
of its stock. 



25 





In addition to the required physical educa- 
tion for freshmen and sophomores, an integral 
part of the curriculum, the College conducts 
an intensive program in intramural sports of 
all kinds for both men and women, with empha- 
sis on such water sports as swimming, boating, 
sailing, water skiing, and skin diving. A pro- 
gram of intercollegiate athletics will be in effect 
for most sports by the fourth year. There will 
be no subsidized athletics at Florida Presbyterian 
College. 



The College undertakes an annual program 
of concerts and lectures. This extracurricular 
program affords undergraduates, faculty, and 
residents of this area presentations by outstand- 
ing musicians and leading figures in the arts, 
literature, politics, science, national and inter- 
national affairs. 





i<:iM»}'n^imss-tmimt!^M.iM^,>;,. .t.-. 



In admitting students, this college considers past academic 
performance (particularly in academic courses like mathematics, 
science, literature, and language), achievement on examinations, 
and such personal qualifications as character, range of interest, 
poise, maturity, and personal development. It emphasizes the 
student's ability to profit from and contribute to the learning 
community. Anyone deemed undesirable because of his conduct 
and character may be refused admission or, as a student, may be 
requested to withdraw from the college at any time. 



27 



This is the admissions procedure: 

a. AppHcants must arrange to take College Entrance Examination Board 
tests. 

b. Early in his senior year in high school, a candidate should write to the 
Director of Admissions, Florida Presbyterian College, for an application form 
and a transcript form. A formal application for admission, along with an 
application fee of $10.00, should be completed and returned to the Admissions 
Director. (This fee is not refundable.) The applicant should request the prin- 
cipal of the high school from which he is to be graduated to send a transcript 
of his record to the Admissions Director of Florida Presbyterian College. 

c. The candidate should ask the College Entrance Examination Board to 
send his scores on the Scholastic Aptitude (Morning) Test and (when possible) 
the English Composition Achievement Test to the Director of Admissions of 
the College. 

Florida Presbyterian College requires all candidates for admission to take 
the Scholastic Aptitude (Morning) Test of the College Entrance Examination 
Board and the writing sample. It also highly recommends, but does not require, 
that applicants take the following Achievement Tests: Intermediate Mathe- 
matics, and one other selected from twelve choices at no additional cost. Testing 
centers throughout the country give these at specified times. At least six 
weeks before the date of the test, the candidate should apply directly to College 
Entrance Examination Board, Box 592, Princeton, New Jersey. The Board 
sends an information booklet giving full details about testing centers and the 
tests available but will mail the test results directly to the colleges designated 
by the applicant. 



Scholastic Aptitude Test Dates 
December 2, 1961 
January 13, 1962 
March 3, 1962 
May 19, 1962 
August 8, 1962 



Latest Registration Dates 
November 4 
December 1 6 
February 3 
April 21 
July 11 



28 



The applicant for admission to the Freshman class must 
have completed the graduation requirements and demonstrated 
academic competence in a high school or preparatory school 
accredited by a state or regional accrediting agency. Even 
though the academic record will not be judged primarily on 
specific units of work, certain courses are strongly recom- 
mended: four years of English, two and one-half years of 
mathematics; two years of language, one year of history, and 
one year of science. 

The Admissions Office will compile complete information 
on each applicant for admission, including the original request 
for admission information, transcripts from the applicant's high 
school or preparatory school, test scores, personal recommenda- 
tions, and any other pertinent data. This file forms the basis 
for first selection of candid'ates by the Admissions Committee 
each year. 

Students should apply for admission early in their senior 
year, preferably in September, submitting a transcript of their 
high school or preparatory school record up to then and taking 
the College Entrance Examination in the December before 
graduation. Tests taken in January or March are acceptable 
but not recommended. Sometimes the Preliminary Scholastic 
Aptitude Test taken during the junior year is helpful. 

Some students academically too advanced for further high 
school, or over twenty-one years of age, may have the entrance 
requirements waived. The Admissions Committee considers such 
cases individually. 





29 



A student at another college or university wishing to transfer to Florida 
Presbyterian College should complete the requirements for admission already 
listed and submit a transcript of his college record with a catalogue and a 
statement from the college of his academic standing and personal qualifications. 
Full transfer credit from other institutions approved by the Regional Accred- 
iting Agency in full depends upon the correspondence of the courses to those 
offered at Florida Presbyterian College and the approval of the academic division 
concerned. Grades below C are not acceptable for transfer. 

All candidates will be required to deposit $50 with the Admissions Director 
of the College upon notification of acceptance. This money, though not refund- 
able, is applied to the student's tuition upon enrollment. 

Upon acceptance for admission, the applicant will receive a form for a 
medical examination to be completed by a physician within the three months 
before college, reaching the Director of Admissions by August 20. 

rre-coUege Conference 

Each freshman attends an interesting, informative, and productive three- 
day orientation conference held during the summer prior to enrollment and 
has a choice of sessions, spaced throughout the summer, to make attend- 
ance convenient. With a limit of thirty-five students, each conference affords 
ample opportunity for meeting the college staff and other students. Such 
activities as preregistration, book purchase, room assignment, course counseling, 
and general college orientation, not to speak of vocational guidance tests and 
placement tests prepare both students and staff for the year's work. The expense 
of this conference is included in the general fee. Parents may attend all or part 
of this program. 




■osts 

A college education of high intellectual challenge is of 
lasting value and like most things of value is costly. Only 
ignorance is more so. Private, non-tax-supported institutions 
like Florida Presbyterian College make every effort to keep 
the cost of education down. As a result the student pays only 
a portion of the actual bill for his own education. 

The total cost of an academic year is approximately 
$1600.00. This includes room, board, fees, and tuition but not 
clothes, laundry, books, travel, recreation, bedding, towels, 
soap, health insurance, air conditioning in rooms, or special 
instructional fees. Nonresidents pay $875 for tuition and fees. 
Private instruction in music is $150 a year for one hour a week 
and $90 a year for one half hour. 

Financing Your Education 

Generally, half of the total cost, minus the $50 acceptance 
fee, is due at entrance in September and the rest January 15. 
Matriculation is a contract binding the student (and his par- 
ents) for tuition and fees for the entire semester. The college 
has many different ways to finance your education. The Direc- 
tor of Admissions will send a list of scholarships and loans 
upon request. The College co-operates with insurance and 
tuition-plan companies to make available to parents various 
programs for financing educational expenses. 

On-Cavtpus Employment 

Many part-time jobs are available: in dining rooms, offices, 
laboratories, library, bookstore, swimming pool. They pay about 
$250 a year for a ten-hour week. Though off -campus part-time 
work is also available, the day of full time earning while 
learning in college is about over. 

Loans 

All students ought to consider borrowing money for a 
college education. Student loans are good business: a college 
education considerably increases earning power, many loans 
require little or no deferred interest, and some need not be repaid 
in full. The college has endowed loan funds and participates 
in the National Defense Education Loan Program. 



31 




Board of Trustees 

Philip J. Lee, Chairman of the Board 

Clem E. Bininger, Vice Chairman 

William W. Upham, Treasurer 

Garnette J. Stollings, Assistant Treasurer 

J. Leo Chapman, Secretary 
D. P. McGeachy, Jr., Assistant Secretary 



Mr. Walter D. Bach 

Secty.-Treas., Sherrill Oil Company 
Pensacola, Florida 

The Reverend Clem E. Bininger, D.D. 
Pastor, First Presbyterian Church 
Fort Lauderdale, Florida 

The Reverend Andrew W. Blackwood, Jr. 
Pastor, First Presbyterian Church 
West Palm Beach, Florida 

Mr. Cecil V. Butler 

Pres., Havana Tobacco Leaf Corp. 
Havana, Florida 

Mr. J. Leo Chapman 
Attorney-at-Law 
West Palm Beach, Florida 

Mr. Ray Clements 

Tax Collector, Polk County 
Bartow, Florida 

Mr. W. L. Cobb 

President, W. L. Cobb Construction Co. 
St. Petersburg, Florida 

Mr. Henry C. Coleman 

Chairman, Commercial Bank 
Daytona Beach, Florida 

Mr. Charles Creighton 

President, Creighton's Restaurants 
Fort Lauderdale, Florida 

Mr. Thomas E. David, 
Attorney-at-Law 
Hollywood, Florida 



The Reverend John B. Dickson, D.D. 
Pastor, First Presbyterian Church 
Tampa, Florida 

Mrs. J. Morton Douglas 
Weirsdale, Florida 

The Reverend Paul M. Edris, D.D. 
Pastor, First Presbyterian Church 
Daytona Beach, Florida 

Mr. J. Colin English, Sr. 

Pres., First Securities Company of Florida 
Tallahassee, Florida 

Mr. John L. Fahs 

Vice Chairman, First National Bank 
Leesburg, Florida 

Mr. W. Wilson Garey 

Publisher, McGraw Hill Publishing Co. 
New York, New York 

Mr. Ben Hill Griffin, Jr. 

Pres., Ben Hill Griffin, Inc. 
Frostproof, Florida 

The Reverend Robert B. Hamilton, D.D. 
Pastor, First Presbyterian Church 
Winter Haven, Florida 

The Reverend Jack G. Hand, D.D. 
Pastor, First Presbyterian Church 
Jacksonville, Florida 

Dr. Donald J. Hart 

Dean, College of Business Administration 
University of Florida 
Gainesville, Florida 



32 



The Honorable Spessard L. Holland 
The United States Senate 
Washington, D. C. 

Mr. Frank M. Hubbard 

President, Hubbard Construction Company 
Orlando, Florida 

Mr. Robert M. King 

President, Rutland's Department Store 
St. Petersburg, Florida 

Mr. Philip J. Lee, 
Vice President 

Atlantic Coast Line Railroad Co. 
Jacksonville, Florida 

Mr. Clyde C. Long 

President, Long Industries, Inc. 
Ocala, Florida 

The Reverend D. P. McGeachy, Jr., D.D. 
Pastor, Peace Memorial Presbyterian Church 
Clearwater, Florida 

Mr. Alfred A McKethan 

President, Hernando State Bank 
Brooksville, Florida 

Mr. Elwyn L. Middleton, Attorney-at-Law 
Burns, Middleton, Rogers & Farrell 
Palm Beach, Florida 

Mr. L. Allen Morris 

President, The Allen Morris Company 
Miami, Florida 

Mrs. M. J. Moss 
Orlando, Florida 

The Reverend Clyde L. Myers, D.D. 
Pastor, First Presbyterian' Church 
Coral Gables, Florida 

Mr. Marion G. Nelson 

President, Commercial Bank 
Panama City, Florida 

The Reverend Sam G. Orlandi, D.D. 
Pastor, Second Presbyterian Church 
Fort Lauderdale, Florida 

Dr. J. Wayne Reitz 

President, University of Florida 
Gainesville, Florida 



The Reverend Richard L. Scoggins, Th.M. 

Pastor, Wallace Memorial Presbyterian Church 
Panama City, Florida 

Mr. Robert T. Sheen 

President, Milton Roy Company 
St. Petersburg, Florida 

Mr. R. McDonald Smith 
General Contractor 
Jacksonville, Florida 

Mr. William C. Spitzer 
Assistant Vice President 
Miami Beach First National Bank 
Miami Beach, Florida 

Mr. Garnette J. Stollings 
St. Petersburg, Florida 

The Reverend Wyn Blair Sutphin, D.D. 
Pastor, First Presbyterian Church 
Pompano Beach, Florida 

Mr. Thomas B. Swann 

President, Swann Groves, Inc. 
Winter Haven, Florida 

Mr. John B. Turner 

Vice President, Cities Service Oil Company 
Miami, Florida 

Mr. Herbert F. Underwood 

President, Underwood Jewelers, Inc. 
Jacksonville, Florida 

Honorable Frank D. Upchurch 
Attorney-at-Law 
St. Augustine, Florida 

Mr. William W. Upham 
The Upham Company 
St. Petersburg Beach, Florida 

General James A. Van Fleet (Ret.) 
Auburndale, Florida 

Mr. John Joseph Williams, Jr. 
Attorney-at-Law 

Williams, Parker, Harrison & Dietz 
Sarasota, Florida 

The Reverend Ronald S. Wilson, D.D. 
Pastor, Westminster Presbyterian Church 
Miami, Florida 



33 



J3..-,....,7 ^i i^ ,-.,,,.,. ..-,/., 



Cecil M. Webb, Chairman 
J. Stuart Dickson. Secretary 



Walter Allen, 
Tampa, Florida 

Dr. Hugh Ash, 
De Land, Florida 

William M. Belk, 
Orlando, Florida 

Re.v. James Stuart Dickson, 
St. Petersburg, Florida 

Walter P. Fuller, 

St. Petersburg. Florida 

Walter R. Gall, 

Zephyrhills, Florida 

Sarah Belk Gambrell (Mrs. C. G.) 
New York City, New York 

J. S. Gracy 

St. Petersburg, Florida 

Robert R. Guthrie, 
St. Petersburg, Florida 

Rev. Stephen T. Harvin, D.D. 
Jacksonville, Fla. 

Bonnie M. Heath, 

Ocala, Florida ' . 

Carl A. Hiaasen, 

Ft. Lauderdale, Florida 

Oscar R. Kreutz. 

St. Petersburg, Florida 

Sam H. Mann, Sr., 

St. Petersburg, Florida 

Walter T. Marable, 
Jacksonville, Florida 

Dr. Charles T. Martz, 

Lauderdale-by-the-Sea, Florida 

Herbert T. Massey, 
Dade City, Florida 

John R. McPherson, 

Winter Garden, Florida 



James J. Parrish, Jr., 
Titusville, Florida 

Robert Paul, 

Winter Haven. Florida 

John R. Phillips, 
Lakeland, Florida 

Rolland A. Ritter, 

Wyncote, Pennsylvania 

Stanton Sanson, 

Miami Beach, Florida 

E. W. Smith, Jr., 

St. Petersburg, Florida 

John A. Snively. Jr., 
Winter Haven, Florida 

John Sterchi, 

Orlando, Florida 

W. H. Stuart, 
Bartow, Florida 

Rev. John W. Stump, 
Sarasota, Florida 

James Thompson, 

Fort Lauderdale, Florida 

James Walter, 
Tampa, Florida 

Cecil M. Webb, 
Tampa, Florida 

Chet G. Whittaker, 
Jacksonville, Florida 

Mrs. Charles J. Williams, 
Jacksonville, Florida 

James Y. Wilson, 
Lake City, Florida 

Miss B. Louise Woodford 
St. Petersburg, Florida 



34 



Uftices Of Aaministraiion 

"HE PRESIDE 

William Howard Kadel, A.B., Gettysburg College 

President S.T.B., Western Theological Seminary 
S.T.M., Western Theological Seminary 
Th.D., Union Theological Seminary 
D.D., Davidson College 

Emma Conboy, Administrathc Secretary 



John M. Bevan, A.B., Franklin & Marshall 

M.A., Duke University 

Ph.D., Duke University 
Dean of College 

Dorothy Clarke, Secretary to the Dean 

Vera Matthews, Secretary to Chairman, Humanities Division 

Cynthia Lankford, Secretary to Chairman, Mathematics and the 
Natural Sciences Division 

Clifford J. Hutchison, Assistant in the Mathematics and the 
Natural Sciences Division 



DE 

Howard E. Anderson, A.B., Park College 
Vice-President for Development 

Alton H. Glasure, B.A., M.A., University of Georgia 

B.D., Columbia Theological Seminary 
LLD., Beaver College 
Director, Church-Community Relations 

Robert N. Pierce, A.B., Arkansas State College 
M. J., University of Texas 
Director, Public Relations 

Marian Bryson, Development Secretary 

Betty Tench, Pledge Secretary 

Alice Harrison, Records Secretary 

BUSINESS OFFICE 

R. Frank Garner, Jr., B.S., University of Georgia 
Vice-President for Business Affairs 

Bernadine Harvey 

Bookkeeper and Secretary 

Dorothea Ashburn 
Bookkeeper 

Kenneth A. White, Jr., B.S., Florida State University 
Chief Accountant 

Mrs. Nina Boling 

Machine Records Bookkeeper 




Frank E. Sessions, B.S., U.S. Naval Academy 
Manager, Book Store 



Fred Theobald 

Supervisor, Custodial Services 

Doreen Rigby 

Receptionist and Switchboard Operator 



LIBRARY 



William F. Harrison, B.S., Emory University 

M.A., George Peabody College 
Associate Librarian 

Merle Doran, B.A., Florida State University 
M.A.. Florida State University 
Associate Librarian 

DeWitt F. Roper, A.B., Davidson College 

M.A., Florida State University 
Assistant Librarian 

Pauline S. Melcher, B.A., Chico State College 

M.S., Our Lady of the Lake, 
San Antonio 

Phyllis McMann 

Secretary to Librarian 

Janet Burger, Junior Library Assistant 

Adelaide E. Crowell, College Library Associate 



OFFICF 



AT" 



Alan W. Carlsten, B.S.E.E., University of Oklahoma 
B.D., McCormick Theological 
Seminary 
Chaplain 




OFFl 



Louis C. Guenther, B.A., Southwestern College 

M.A., University of Pittsburgh 
Ph.D., University of Pittsburgh 
Director of Admissions Cjn Registrar, with the 
rank of Associate Professor 

William H. Taylor, A.B., DePauw University 
Admissions Counselor 

Mary Jo Carpenter, B.A., Agnes Scott College 
Admissions Counselor 

Alice Coyle, Secretary to Director of Admissions 
<i^ Registrar 



36 





DEAN or STUDEN 



J. Thomas West, B.S., Davidson College 

M.A., University of North Carolina 
Ph.D., Vanderbilt University 
Dean of Men (^ Director of Counseling 
David K. Hostetler, B.S., University of Tampa 

M.A., University of Virginia 
Assistant to Director of Counseling 

Eleanor Pugh. Secretary to Dean of Men 

Frances M. Whitaker, A.B., Winthrop College 

M.A., Columbia University, 
Teachers College 
Dean of Women, with rank of Associate Professor 

Edna M. Blumenthal, B.S., University of Cincinnati 
Head Residence Counselor 



Marjorie Ann Vann, RN 



Adelaide E. Crowell 
Clifford J. Hutchison 
Cynthia M. Lankford 
Frank E. Sessions 
Fred Theobald 



.\DM1NIST' 



Dr. William H. Kadel 
Howard E. Anderson 
Dr. John M. Bevan 
R. Frank Garner, Jr. 



37 



In no other area was so much painstaking 
care and concern evidenced at Florida Presby- 
terian College as in the selection of its faculty 
— the heartbeat of any such institution. 

Regardless of status or tenure, every faculty 
member finally selected combines scholarship 
and teaching to an extraordinary degree. 

The criteria for acceptance, as set forth by 
the Board of Trustees, call for a teacher with 
depth and command in his field of specialization 
and a breadth of cultural background enabling 
him to relate his own discipline to the totality 
of experience, who demonstrates personal and 
professional competence and growth through 
research, publication, and professional partici- 
pation; who inspires students n his respect for 
his profession by his ability, his character, and 
his conduct; who has the ability himself to 
think creatively and objectively and to inspire 
his students to do likewise; who extends himself 
to his student's service, to his colleagues in co- 
operation, and to his community in concern; 
and finally, whose Christianity the students will 
want to emulate. 




The Faculty 



Humanit. 



William Howard Kadel 

A.B., Gettysburg College; S.T.B., S.T.M., 
Western Theological Seminary; Th.D., Union 
Theological Seminary; D.D., Davidson College 
President of the College 

John M. Bevan 

A.B., Franklin & Marshall; M.A., Ph.D., 
Duke University 

Dean of Faculty and Y ice-President 
for Academic Affairs 




Albert Howard Carter 

PhB., M.A., Ph.D., University of Chicago 
Chairman, Division of Humanities 

Professor of English and Humanities 



Guy Owen Baker 

B.M., Westminster Choir College; M.M., 

Indiana University 

Assistant Professor of Music and Choral Director 

James O. Black 

B.A., M.A., Ph.D., University of Arkansas 
Assistant Professor of Literature 

Alan W. Carlsten 

B.S.E.E., University of Oklahoma; 
B.D., McCormick Theological Seminary 
Chaplain and Associate Professor of Religion 

John W. Dixon, Jr. 

A.B., Emory and Henry College; Ph.D., 
University of Chicago 
Associate Professor of Art 

Everett H. Emerson 

A.B., Harvard University; M.A., 
Duke University; 
Ph.D., Louisiana State University 
Associate Professor of Literature 

Henry E. Genz 

A.B., Emory University; M.A., University of 
Wisconsin; Ph.D., Western Reserve University 
Assistant Professor of French 

Robert Hall 

A.B., Wofford College; M.A., 
University of North Carolina 
Instructor in French 

Keith W. Irwin 

A.B., Cornell College; B.D., Garret BlbHcal Institute 
Associate Professor of Religion and Philosophy 

Sara M. Ivey 

B.A., Duke University; M.A., Ph.D., Louisiana 

State University 

Associate Professor of Speech (part-time) 

E. Ashby Johnson 

A.B., Presbyterian College, South Carolina; 

B.D., Th. M., Th. D., Union Theological 

Seminary, Virginia 

Professor of Religion; Director of 

Western Civilization and its Christian Heritage 



39 



Kenneth E. Keeton 

A.B., Georgetown College, Kentucky; M.A., 
University of Kentucky; Ph.D., 
University of North Carolina 
Assistant Professor of German 

Helmut Kreitz 

Abitur, Realgymnasium Aloysiuskolleg; 
Ph.D., Universitat des Saarlandes 
Visiting Professor of German 

Giovanni Previtali 

B.A., M.A., Oxford University, England; 
Ph.D., Yale University; LL.B., 
University of Virginia 
Professor of Spanish 

John Satterfield 

A.B., M.M., M.A., University of North Carolina 
Associate Professor of Music 

Julia Florence Sherbourne 

A.B., Taylor University; M.A., 

University of Michigan 

Assistant Professor of English and Reading 

Pedro Trakas 

A.B., Wofford College; M.A., 
University of Mexico; 
Ph.D., University of North Carolina 
Professor of Spanish 

Frederick R. White 

A.B., M.A., Oberlin College; Ph.D., 

University of Michigan 

Professor of Classical and Comparative 

Literature 

Daniel A. Zaret 

Ph.D., University of Moscow, Russia 
Visiting Professor of Russian 



History an 



.ciences 



John M. Bevan 

A.B., Franklin and Marshall; M.A., Ph.D., 

Duke University 

Professor of Psychology 
Clark Bouwman 

B.A., Kalamazoo College; B.S., Western 

Michigan University; M.A., Ph.D., New 

School for Social Resarch 

Assoociafc Professor in Sociology 

Bettye Rae Crane 

B.S., Alabama Polytechnic Institute; M.A., 

University of Alabama 

Instructor in Physical Education 
Merle Doran 

B.A., M.A., Florida State University 

Instructor in Library Science 



40 





William F. Harrison, Jr. 

B.S., Emory University; M.A., 
George Peabody College 
Instructor in Library Science 

Albert V. HoUister 

B.S., State Teachers College, Mankato, Minnesota; 

M.A., George Peabody College 

Assistant Professor of Physical Education 

David K. Hostetler 

B.S., University of Tampa; 
M.A., University of Virginia 
Instructor in Education (part-time) 

Emil Kauder 

Ph.D., University of Berlin 
Professor of Economics 

J. Thomas West 

B.S., Davidson College; 
M.A., University of North Carolina; 
Ph.D., Vanderbilt University 
Assistant Professor of Psychology 

William C. Wilbur, Jr. 

A.B., Washington and Lee; 
Ph.D., Columbia University 
Associate Professor of History 

Fred H. WiUhoite, Jr. 

A.B., Oklahoma Baptist University; 
A.M., Ph.D., Duke University 
Instructor in Political Science 

Billy O. Wireman 

A.B., Georgetown University; 

M.A., University of Kentucky; 

Ed.D., George Peabody College 

Assistant Professor of Physical Education 



Mathematics and the Natura 
Division 



Irving Gordon Foster 

B.S. in E.E., Virginia Military Institute; 

Ph.M., University of Wisconsin; 

Ph.D.. University of Virginia 

Chairman, Division of Mathematics and Natural 

Sciences; Professor of Physics 

Starr Culver 

A.B., Hood College; 
M.A., Duke University 
Laboratory Assistant {Biology} 

Philip R. Ferguson 

B.A., M.A., Indiana University; 
Ph.D., University of North Carolina 
Assistant Professor of Chemistry 

41 



Paul J. Haigh 

A.B., M.A., Miami University; 
Ph.D., University of Florida 
Assistant Professor of Physics 

Robert Meacham 

A.B., Southwestern at Memphis; 
Sc.M.> Ph.D., Brown University 
Professor of Mathematics 

George K. Reid 

B.S., Presbyterian CoUegfe, South Carolina; 
M.S., Ph.D., University of Florida 
Professor of Biology 

Dexter Squibb 

B.S., East Tennessee State College; 
Ph.D., University of Florida 
Assistant Professor of Chemistry 

Dudley E. South 

A.B., College of "Wooster; 

M.A., Ph.D., University of Michigan 

Visiting Professor of Mathematics 

Jack C. Wilson 

B.A.. Iowa State Teachers College; 
M.S., State University of Iowa 
Ph.D., Case Institute of Technology 
Assistant Professor of Mathematics 





Permanent Campus 

Beautiful, historic Boca Ciega Bay is the site of Florida 
Presbyterian College's permanent campus. Here, on two hundred 
and sixty acres, with a shoreline of a mile and a quarter, is a 
campus destined to become one of the showplaces of America. 
Ground will be broken for the first building this school year, 
and plans are to move to the permanent campus in the fall of 
1962. Hailed as a landmark in American college campus plan- 
ning, the twelve-and-a-half-million-dollar campus will feature 
architecturally striking and functional buildings constructed 
for congenial living and learning in a congenial climate. Exotic 
tropical plants and trees, native to this area, will cover the 
campus, and sandy beaches will border it on the campus bayside. 
Visitors will recognize first the carillon tower of the chapel, 
tallest building on the campus and central to our philosophy of 
education. Adjacent to it is the William Luther Cobb Library 
and the student union; all three are located around a lake in 
the heart of the campus. Just south of the college is one of the 
engineering marvels of the twentieth century, the graceful 
Sunshine Skyway spanning Tampa Bay. 

Architects for this unique campus are Perkins and Will of 
Chicago; Conncll, Pierce, Garland, and Friedman of Miami; 
and land and campus planner Jefferson Hamilton of the 
University of Florida. 



43 




Interim Campus 

Many a permanently located college would 
envy the facilities of Florida Presbyterian Col- 
lege's interim campus. Situated within walking 
distance of downtown St. Petersburg, this 
ten-and-a-half acre site houses modern, air- 
conditioned buildings completely renovated for 
classroom space, dormitories, offices, labora- 
tories, library, cafeteria, auditorium, swimming 
pool, and athletic facilities. Within walking dis- 
tance too is famous Al Lang Field, winter home 
of the St. Louis Cardinals, and scene of many 
spring training exhibition games. Nearby is the 
nationally-known Municipal Pier, with its 
museums, beaches and other recreational facili- 
ties, and well-known restaurants. Across the 
street from the campus entrance is Albert 
Whitted Airport. Classrooms, dormitory rooms, 
and offices look out on fascinating Tampa Bay. 
This is one of the truly attractive campuses of 
Florida. 

Ttie Community 

St. Petersburg, known for years as the Sun- 
shine City, is in the center of a world-famous 
resort and recreation area. Tremendous com- 
munity interest in the new college was apparent 
in the Establishment Campaign conducted 
among the residents of Pinellas County in 1959, 
during which more than $2,700,000 was raised 
or pledged to help found this institution. Dur- 
ing the decade of the fifties, Pinellas County 
slightly more than doubled its population, and 
the spiraling upward growth of business, indus- 
try, and recreational facilities has kept pace. 

Just as the educational, cultural, and spir- 
itual environment of Florida Presbyterian Col- 
lege has brought and will continue to bring 
tremendous benefits to St. Petersburg, so this 
great American city and the surrounding Sun- 
coast area bring important natural benefits to 
the College and its family of students and 
faculty. 



44 




Courses of 
Instruction 






Introduction 

The number of each course conveys the following information: 

Courses numbered 100 to 199 are primarily for freshmen, 200 to 299 
for sophomores, 300 to 399 for juniors and seniors, and 400 to 499 for 
seniors. Courses offered only in alternate years are indicated by "a" 
(for school years beginning in even-numbered years) and "b" (for 
school years in odd-numbered years). In general, an odd number 
indicates that the course is given in the first semester; an even number 
indicates that the course is given in the second semester. 

Before students enroll in any course they are to seek the advice of their 
faculty advisers. Near the close of the school year each freshman is expected 
to prepare a tentative course program for the remaining three years of college 
and to present it to his adviser for critical evaluation and counsel. At the end 
of the second year of study each student must submit for approval to the Com- 
mittee on Academic Review his projected program. A student may revise his 
program at any time thereafter with the approval of a major professor. 

The courses are listed as core courses, which all students take, and accord- 
ing to academic divisions and academic disciplines or fields of study within 
each division. Courses are conducted typically in three lecture-discussion periods 
per week supplemented by other periods, studios, or laboratories. 

Course descriptions are not given for the General Seminars and Senior 
Seminars because a professor is free to vary his offerings each year according 
to student interest and his own study and research. Students receiving the 
endorsement of the professors in their major field may take the equivalent of 
two courses each semester during their senior year in a program of guided 
independent research in lieu of the senior seminar. 



47 



Core Courses 

The basic objective is to develop within the college community a 
critical understanding of some of the major attempts of man to interpret 
his experience through the analytic and historical study of works and 
institutions. Throughout, the concern is with the relevance of the 
Judeo-Christian tradition and of the redemptive message of the Bible 
in human inquiry. The course thus forms the basis for the total educa- 
tional process at Florida Presbyterian College. Students participate in 
large and small groups: three lectures and two hour-and-a-half discus- 
sions during the first two years; three lectures in the third year and 
one lecture and a 6wo-hour discussion in the fourth year. 

101,102 WESTERN CIVILIZATION AND ITS CHRISTIAN HERITAGE 

201,202 

301,302 COMPARATIVE CULTURES (Non-Western) 

401,402 CHRISTIAN FAITH AND GREAT ISSUES 



The Division of Humanities 
Art 

Requirements for a Major: (a) Art 201, 202, and six other courses 
in art; (b) supporting work in other areas of the humanities, history, 
sociology, psychology, and, in some cases, studio work and mathematics. 

201 INTRODUCTION TO THE ANALYSIS OF ART 

The major elements of the language of the graphic and plastic 
arts and the various ways they have been used in the creation of works 
of art; a regular and co-ordinated series of exercises designed to develop 
the student's ability to analyze a work of art. 

202 INTRODUCTION TO THE HISTORY OF ART 

The historical development of the major artistic styles and the 
relation of art works to the social, economic, and political context. 

48 



251, 252 STUDIO (to be defined) 

301, 302 HISTORY OF ART (Prerequisite: Art 201 or 202) 

331, 332 GENERAL SEMINAR 

3 51, 352 STUDIO (to be defined) 

401, 402 STUDIES IN ART 

Typical subjects: Classical, medieval, Northern Renaissance, Italian 
Renaissance, Baroque, modern architecture, modern painting. 

431, 432 SENIOR SEMINAR 

Studies in individual artists, movements, genres, media, countries. 

422a ART OF THE CHRISTIAN CHURCH 

The relation between art and worship, art as a manifestation of 
theological attitudes, and art as a critique of the church. 
Prerequisite: Art 201 or 202. 

451, 452 STUDIO (to be defined) 

Languages and Literature 

Requirements for a Major: Students may major in (1) a single 
language (e.g., French, German, English) with supporting work in 
another language or other languages or in General Literature or (2) 
General Literature with advanced work in one or more foreign languages 
or in English and American Literature. The junior and senior courses 
(301, 302, and 401, 402, and 411, 412) are required for a major. 

Foreign Languages 

CHINESE (projected) FRENCH, GERMAN, GREEK, ITALIAN 
(projected), LATIN, RUSSIAN, SPANISH 

Instruction in foreign language consists of classroom and laboratory 
work. Elementary and intermediate courses train in grammar, vocabu- 
lary, pronunciation, composition, and reading. The progression is from 
aural comprehension to oral expression to reading to writing. Courses 
101 through 302 deal with all these elements in order of increasing 
difficulty. Proficiency in reading, writing, and (in modern languages) 
conversation — not the completion of a program of studies — is the 
measure of accomplishment and admission to advanced studies. The 
third-year literature course requires a reading knowledge of the language 
and in appropriate cases the ability to converse. The readings course 
(401, 402) and the Senior Seminar (411, 412) are designed each 

49 



semester to meet students' needs and proficiencies. They may deal with 
authors, genres, movements, or works. They are open in appropriate 
cases to nonmajors wishing to read the hterature in translation. 

101, 102 ELEMENTARY 

201, 202 INTERMEDIATE 

301, 302 INTRODUCTION TO LITERATURE 

311,312 ADVANCED COMPOSITION AND CONVERSATION 

Designed particularly for future teachers. 

401,402 READINGS 

Typical subjects: 
French: Racine, Flaubert, the novel, essays, romanticism, enlightenment, 

A la recherche du temps perdu, La comedie humaine. 
German: Goethe, Schiller, Hesse, lyric poetry, nineteenth-century 

drama, contemporary novel. 
Greek: Xenophon, Homer, tragedy. New Testament, Hesiod, 

Thucydides, lyric poetry, Aristophanes. 
Latin: Lucretius, amatory and satiric poetry, Tacitus. 
Russian: Dostoevsky, Pushkin, Tolstoy. 
Spanish: Cervantes, golden-age drama, Cid. 

411, 412 SENIOR SEMINAR 

English Language and Literature 

101, 102 ENGLISH GRAMMAR AND SENTENCE STRUCTURE 

For Freshmen who demonstrate inadequate proficiency in written 
English. 

Ill, 112 READING WORKSHOP 

For any students needing or desiring to improve their reading 
abilities. 

301, 302 HISTORY OF LITERATURE 

401, 402 READINGS IN ENGLISH AND AMERICAN LITERATURE 

Designed each semester to meet students' needs. May be authors, 
genres, movements, works. 

431, 432 SENIOR SEMINAR 

General Literature 

Reading in General Literature is in the English language or in a 
foreign language in which the student has demonstrated proficiency. 

50 



201, 202 WORLD MASTERPIECES 

Works in English selected from a group of literary masterpieces 
of many countries, genres, and periods. 

301 LITERARY CRITICISM 

The literature, vocabulary, and practice of literary analysis and 
evaluation. 

302 LITERARY MOVEMENTS 

The study of literature illuminating and illuminated by its his- 
torical classification. 

321 IMAGINATIVE WRITING 

The writing of fiction, drama, verse, persuasion, exposition. 
331, 332 GENERAL SEMINAR 

The subjects may be authors, genres, movements, works. Readings 
will be in the English language or in a foreign language in which the 
student has demonstrated proficiency. 

401, 402 READINGS 

Typical Subjects: Shakespeare, Sophocles, Dante, Balzac, Schiller, 
Lorca, Melville, Tagore, No plays, Persian lyrics, Chinese philosophers, 
the Koran, the Mahabharata. 

431, 432 SENIOR SEMINAR 

Music 

Requirements for a Major: Music 101, 102, 201, 202, and six 
additional courses; applied music and participation in an ensemble. 

101, 102 THEORY OF TONAL HARMONY 

Analysis and composition in small homophonic forms. Instruction 
in harmony, notation, dictation, sight reading, ear training, and key- 
board harmony. 

201, 202 ADVANCED THEORY OF TONAL HARMONY 

Analysis and composition in more complex homophonic forms. 
Prerequisite: Music 102. 

301 THEORY OF MODAL COUNTERPOINT 

Analysis and composition in the style of Palestrina. Prerequisite: 
Music 202. 

302 THEORY OF TONAL COUNTERPOINT 

Analysis and composition in the style of Bach. Prerequisite: Music 
202. May be taken prior to Music 301 with permission of the instructor. 

51 



311, 312 SURVEY OF MUSIC 

Music literature in its relation to general cultural history. Designed 
for students majoring in fields other than music. 

331, 332 GENERAL SEMINAR 

401 ORCHESTRATION AND CONDUCTING 

Practical work in the writing of scores and in baton and rehearsal 
techniques. Prerequisite: Music 301, 302, or permission of the instructor. 

402 ADVANCED FORM, ANALYSIS AND COMPOSITION 

Seminar in the study and making of larger homophonic and 
polyphonic forms. Prerequisite: Music 301, 302. 

431, 432 SENIOR SEMINAR 

Studies in history of musical styles. Prerequisite: Music 301, 302. 

Applied Music 

Individual instruction is offered in voice, organ, piano, wind, 
brass, and string instruments. Freshmen and sophomores receive credit 
of one hour for a semester of individually instructed applied music, 
upperclassmen two hours. A music major must earn twelve hours. 

Freshmen and sophomores earn an hour for a year of ensemble 
participation, upperclassmen two. A music major must participate in 
an ensemble during each semester of residence and earn for graduation 
a minimum of six hours. 



Philosophy 

Requirements for a Major: Philosophy 201, 202, 301, 302, 401, 
402, 421 or 422, and one other course. 

212 ETHICS 

Main types of ethical theory and their implications for contem- 
porary problems of personal and social morality. 

201,202 LOGIC 

A study of the elements of inductive and deductive logical systems 
with an introduction to symbolic logic and the scientific method. 

301 ANCIENT AND MEDIEVAL PHILOSOPHY 

Study from primary sources of philosophy from pre-Socratic 
through late medieval. 

52 



302 MODERN PHILOSOPHY 

Study from primary sources of the development of modern phi- 
losophy from the Renaissance through the nineteenth century. 

311b EPISTEMOLOGY 

A critical examination of the methods of inquiry. 
312b METAPHYSICS 

A critical examination of selected metaphysical systems. 
331, 332 GENERAL SEMINAR 

401a CONTEMPORARY PHILOSOPHICAL MOVEMENTS 

A study of such major philosophical movements of the twentieth 
century as pragmatism, existentialism, process philosophy, philosophical 
analysis, with emphasis on their treatment of crucial modern problems. 

402b PHILOSOPHY OF RELIGION 

A critical inquiry into religious concepts and practices, especially 
Christianity. 

421b SOCIAL PHILOSOPHY 

A study of major social and political systems, especially contem- 
porary problems. 

422a AESTHETICS 

A study of theories of beauty and of art forms. 

431, 432 SENIOR SEMINAR 

Religion 

Requirements for a Major: (a) Religion 201, 202, 301, 
(b) Philosophy 201, 202, and two additional courses in Religion. 

201 INTRODUCTION TO THE OLD TESTAMENT 

Development of the faith of Israel as seen in the religion and 
literature of the Old Testament. 

202 INTRODUCTION TO THE NEW TESTAMENT 

Development of the Christian' faith as seen in the religion and 
literature of the New Testament. Emphasis on the life and teachings 
of Jesus. 

301, 302 ESSENTIALS OF CHRISTIAN THOUGHT 

A study of Christian thought in the works of representative leaders. 
First semester: from Paul through the Middle Ages. Second semester: 
from the Reformation to the present. 

53 



331, 332 GENERAL SEMINAR 

401 CHRISTIAN ETHICS 

A study of the Biblical foundations of Christian ethics and the 
implications of Christian commitment in contemporary personal and 
social life. 

402 WORLD'S LIVING RELIGIONS 

A critical study of the major religions of the contemporary world. 

431, 432 SENIOR SEMINAR 

Speech 

201 ENGLISH PHONETICS 

The sound system of speech, emphasis on the use of IP A alphabet; 
elementary vocal anatomy; fundamentals of the science of sound. 

202 THE SPEAKING VOICE 

Principles and practice of interpretation and communication of 
written materials; principles and practice of group discussion. 

301 PRINCIPLES OF THE THEATRE 

The Division of History and the Social Sciences 

History 

Requirements for a Major: History 311 and seven additional 
courses. 

201, 202 HISTORY OF THE UNITED STATES 

The development of American society in government, economic 
life, and culture. 

211, 212 HISTORY OF ENGLAND AND MODERN BRITAIN 

The first semester treats the history of the English people to 1688. 
The second semester traces the development of a modern industrial 
society and its imperial expansion. 

221a ANCIENT HISTORY 

The ancient world from prehistoric times to the decline of the 
Roman Empire. 

301a MEDIEVAL HISTORY 

The history of Western Europe from the decline of the Roman 
Empire through the thirteenth century. 

502a RENAISSANCE AND REFORMATION 

The history of Western Europe from the fourteenth through the 
sixteenth century. 

54 



311 INTRODUCTION TO HISTORIOGRAPHY 

AND HISTORICAL METHOD 

An introduction to the techniques of historical research and writing, 
the use of sources, and the examination of selected classics of historical 
interpretation. 

321b HISTORY OF MODERN RUSSIA 

Russia from the accession of Peter the Great to the present, with 
emphasis on the period since the 1917 revolution. 

322b HISTORY OF MODERN LATIN AMERICA 

Latin-American republics from their independence to the present. 
331, 332 GENERAL SEMINAR 

342a HISTORY OF AMERICAN FOREIGN POLICY 

American foreign policy considered as part of the larger problem 
of American participation in world affairs. 

401 EUROPE FROM THE FRENCH REVOLUTION 

TO WORLD WAR I 

The French Revolution, the Industrial Revolution, political and 
social movements of the nineteenth century, and the background of 
World War I. 

411b, 412b AMERICAN SOCIAL HISTORY 

Selected topics in American social history from the colonial period 
to the present. 

431, 432 SENIOR SEMINAR 

Economics and Business Administration 

Requirements for a Major: a) eight courses including Economics 
201, 202, 301, 302; (b) Mathematics 211. Students wishing to empha- 
size Business rather than Economics will substitute Economics 311 and 
312 for Economics 301, 302. 

201, 202 PRINCIPLES OF ECONOMICS 

An introductory course in the principles of economics and their 
application to modern economic life. 

301 HISTORY OF ECONOMIC THOUGHT 

Development of economic thought from the Mercantilists to the 
modern period: Smith, Ricardo, Mill, Marx, Veblen, Keynes, Marshall, 
and other significant theorists. 

66 



302 ECONOMIC THEORY 

An advanced and intensive study and application of the principles 
of economics. 

ni PRINCIPLES OF ACCOUNTING 

Intended to provide a general knowledge of accounting practices. 
The theory and construction of financial statements. Laboratory train- 
ing. 

312 INTRODUCTION TO BUSINESS 

Designed to give the student general knowledge of the various 
activities of a business, such as production and marketing. 

3 2 la MONEY AND BANKING 

The fundamental principles of money, credit, and banking in the 
United States. 

322a LABOR ECONOMICS 

The development, structure, goals, and policies of labor organ- 
izations; major issues in labor-management relations; and public policy 
toward labor unions. 

331,332 GENERAL SEMINAR 

3 51b COMPARATIVE ECONOMIC SYSTEMS 

The significant similarities and differences in the development, 
processes, and policies of Capitalism, Fascism, Socialism, and Com- 
munism. 

3 52b INTERNATIONAL ECONOMICS 

The basic principles and problems of international economics, 
particularly the international economic policy of the United States. 

401a GOVERNMENT FINANCE 

» A study of the sources of public revenues, federal, state, and local; 

nature and purposes of public expenditures; and the creation and 
management of the public debt. 

402a CORPORATE ORGANIZATION AND FINANCE 

A study of the problems involved in the formation and financial 
management of corporate business enterprise. 

411b GOVERNMENT AND BUSINESS 

A study of the role of the government in economic life; emphasis 
on the regulation of competition and monopoly and of public utilities. 

56 



412 ECONOMIC HISTORY OF THE UNITED STATES 

The growth of agriculture, industry, banking, trade, and labor 
organizations in the United States. 

4}1, 432 SENIOR SEMINAR 

Education 

Students considering a teaching career in secondary schools should 
seek counsel on their course program early in their college training. In 
this way their course schedules can be planned to meet certification 
requirements. 

201 HISTORY AND PHILOSOPHY OF EDUCATION 

The development of the public-school system and contemporary 
issues and historical philosophies of education; the role of the school in 
a democratic society. 

202 EDUCATIONAL PSYCHOLOGY 

The application of psychological principles to the work of the 
school. Learning, motivation, forgetting, transfer of training, and per- 
sonality adjustment. 

301 PRINCIPLES OF EDUCATION 

Aims and organization. 

302 MATERIALS AND METHODS IN SECONDARY EDUCATION 

A survey and critical analysis of the methods used in secondary 
education. Methods and materials used in the specific subject for which 
certification is requested. 

311 CHILD PSYCHOLOGY (See Psychology) 

312 PSYCHOLOGICAL MEASUREMENT (See Psychology) 
321 SECONDARY -SCHOOL CURRICULUM 

The purpose, philosophy, structures, and procedure developed as 
a unified whole. 

401 ORGANIZATION OF LIBRARY MATERIALS 

Instruction in the fundamental principles of the organization of 
small libraries; procedures for acquisition, preparation, classification, 
and cataloguing. 

402 REFERENCE AND BIBLIOGRAPHY 

A study of general reference books and reference materials in 
specific subjects appropriate to school and community use. Evaluation, 
selection, and uses. 

57 



412 READING METHOD 

Instruction and practice in ways of improving reading ability, 
particularly of high-school students. 

421, 422 STUDENT TEACHING 

Observation and teaching activities in high schools in the vicinity 
of the college. 

Political Science 

Requirements for a Major: Political Science 201, 202, 211, 301 or 
302, 311 or 312, and four additional courses. 

201 PRINCIPLES OF GOVERNMENT AND POLITICS 

Introduction to political science, including scope and methods of 
the discipline; purposes and nature of the state; organization, forms, 
and function of government; competition for governmental power; 
politics among nations; and some of the great issues of politics and 
government. 

202 AMERICAN NATIONAL GOVERNMENT AND POLITICS 

Theory and practice of modern democracy through analysis of the 
constitutional foundations, patterns of politics, and the structure and 
functioning of the American national government. 

211 INTERNATIONAL RELATIONS 

Forces and forms of politics among nations. The modern state 
system, nationalism, internationalism, imperialism, foreign policies, war 
and cold war. Balance of power, morality, organization, and law as 
restraints on the power struggle. Problems of world stability and peace- 
ful change today. 

212 AMERICAN STATE AND LOCAL GOVERNMENT 

Constitutional structures and principles, organizational forms, the 
politics of control, functions and problems. State and municipal govern- 
ments and intergovernmental relations. 

}01a COMPARATIVE GOVERNMENTAL SYSTEMS 

A comparison of various governments, notably Great Britain and 
the Commonwealth nations, West Germany, France, and the United 
States. 

302a COMPARATIVE GOVERNMENTAL SYSTEMS 

The Soviet Union and Far Eastern nations. 
311b WESTERN POLITICAL THOUGHT 

The great thinkers and important philosophical movements of the 
Western political heritage (Plato, Aristotle, Stoic and Roman legal 
theory, and Christian thought). 

58 



312b WESTERN POLITICAL THOUGHT 

From Machiavelli to the twentieth century, emphasizing modern 
democratic and totaUtarian theories. 

3)1, 332 GENERAL SEMINAR 

401a AMERICAN FOREIGN POLICY 

Formulation and execution of American foreign poUcy. Analysis 
of substantive issues in recent and contemporary policies. 

411b INTRODUCTION TO THE LAW 

Nature of law and its functions in society. The rule of law. Types 
of law and legal systems. Problems of legal philosophy. American con- 
stitutional law, with some experience in case method. 

412b POLITICS AND POLICY FORMATION 

Forces, institutions, and processes in the competition for power 
and policy, with special reference to the United States. Public opinion, 
propaganda, political behavior, interest groups, leadership, and particu- 
larly political parties and the legislative process. 

431, 432 SENIOR SEMINAR 

Physical Education 

A two-year program of physical education is required of all stu- 
dents. Everyone is expected to demonstrate proficiency in swimming 
some time during the first semester of the first year. The two-year 
course includes one hour of lecture-discussion and two hours of demon- 
stration-participation each week. The fourth semester completes the 
program. No student is excused from the program; when circumstances 
prevent participation in the regular program, an appropriate set of 
activities will be arranged for individual needs. 

101, 102 PHYSICAL EDUCATION 

The history and philosophy of physical education, personal hygiene, 
and the rules and skills of football (men), soccer (women), basketball, 
volleyball, track and field, gymnastics, swimming. 

201, 202 PHYSICAL EDUCATION 

Primarily co-educational. Individual and dual sports which students 
can engage in throughout their lives: tennis, golf, bowling, badminton, 
archery, horseshoes, table tennis, boating, shuffleboard, water skiing. 
The objective is to develop in the student an attitude toward leisure 
and skill so that he can select, participate in, and enjoy the activity 
most appropriate to his needs and interests. 

59 



Psychology 

Requirements for a Major: (a) Psychology 201, 202, and six 
additional courses; (b) Mathematics 211. Psychology 201 is prerequisite 
to all other courses except 321 and 322. 

201 PRINCIPLES OF BEHAVIOR 

Major concepts, methods, and problems involved in the study of 
human behavior. 

202 PRINCIPLES OF INDIVIDUAL BEHAVIOR 

Emphasis on the processes which contribute to personality. 
301a BEHAVIOR DISORDERS 

Origins, classifications, care and treatment of the common behav- 
ioral disorders. 

302a SOCIAL PSYCHOLOGY 

The influence of social variables on the behavior of the individual; 
social perception, language, attitudes, propaganda; social problems. 

311b CHILD PSYCHOLOGY 

Basic psychological principles in the study of the child from birth 
to puberty. 

312b PSYCHOLOGICAL MEASUREMENT 

The construction, administration, and interpretation of group and 
individual tests of intelligence, personality, interests, and achievement. 
Laboratory training. 

321 EXPERIMENTAL PSYCHOLOGY 

Scientific methodology, design and critical evaluation of classical 
and contemporary research, particularly the discriminal processes and 
perception. Individual research. 

322 EXPERIMENTAL PSYCHOLOGY 

Critical evaluation of research in motivation and learning; crucial 
experiments and controversial issues; individual research. Prerequisite: 
Mathematics 211. 

331, 332 GENERAL SEMINAR 

401a PERSONALITY THEORY 

Theories of personality examined in the light of recent research. 

402a BUSINESS AND INDUSTRIAL PSYCHOLOGY 

Psychological procedures in employment selection, training, effi- 
ciency, and human relations. 

60 



41 lb SYSTEMS OF PSYCHOLOGY 

Integrative theories, including Structuralism, Functionalism, Be- 
haviorism, Hormic Psychology, Gestalt Psychology, and Psychoanalysis. 

412 PHYSIOLOGICAL PSYCHOLOGY 

Physiological correlates of behavior. Special emphasis on the nervous 
system. 

451, 432 SENIOR SEMINAR 

Sociology and Anthropology 

Requirements for a Major: (a) Sociology 201, 202, 401, and five 
additional courses; (b) Mathematics 211. 

102 SOCIOLOGY OF MARRIAGE 

American practice and attitudes with respect to dating, courtship, 
and preparation for marriage. 

201 CULTURAL ANTHROPOLOGY 

An understanding of culture developed in relation to preliterate 
societies and an introduction to physical anthropology and archeology. 

202 PRINCIPLES OF SOCIOLOGY 

The study and application of major sociological concepts, social 
processes, institutions, structure, and group relations. 

301 THE FAMILY 

Examination of the origins of family institutions and contemporary 
processes in the formation of the family, its functions, and organization. 

302 SOCIAL WORK 

A survey of the fields and methods of social work. 

311a MINORITIES 

Problems associated with identification of minority groups — racial, 
religious, ethnic. 

312a CRIMINOLOGY 

The nature, causes, prevention of crime and the treatment of 
criminals. 

331, 332 GENERAL SEMINAR 

401 SOCIAL THEORY 

Systematic analysis of major contributions to the field of social 
thought since Comte. 

402 THE COMMUNITY 

The folk society contrasted with contemporary rural and urban 
life. An introduction to human ecology and demography. 

431,432 SENIOR SEMINAR 

61 



The Division of Mathematics and the Natural Sciences 

Mathematics 

Requirements for a Major: Mathematics 202 (the calculus sequence) 
and eight additional courses. 

10 1 FINITE MATHEMATICS 

Logic, truth tables, sets and relations, number systems and counting, 
probability theory, vectors and matrices. Offered both semesters. 

111 PRINCIPLES OF MATHEMATICS I 

Logic, ordered fields, sets, Boolean algebra, algebraic and trigono- 
metric functions. Required of students who have not had trigonometry. 

112 PRINCIPLES OF MATHEMATICS II 

Exponential and logarithmic functions, analytic geometry, and 
calculus. Prerequisite: Mathematics 101 or 111. 

200 CALCULUS WITH ANALYTIC GEOMETRY I 

Plane analytic geometry integrated with calculus of polynomials. 
Prerequisite: Mathematics 101 or 111. 

201 CALCULUS WITH ANALYTIC GEOMETRY II 

Differentiation of transcendental functions, formal integration, 
applications. Prerequisite: Mathematics 200. 

202 CALCULUS WITH ANALYTIC GEOMETRY III 

Infinite series, solid analytic geometry, calculus of functions of 
several variables. Prerequisite: Mathematics 201. 

211 INTRODUCTION TO STATISTICS 

Discrete and continuous distribution functions, sampling distribu- 
tions, statistical inference, regression and correlation. Laboratory train- 
ing. Prerequisite: Mathematics 112 or 200. 

301 ORDINARY DIFFERENTIAL EQUATIONS 

Prerequisite: Mathematics 202. 

302 PARTIAL DIFFERENTIAL EQUATIONS 

Prerequisite: Mathematics 301. 

311a MODERN ALGEBRA I 

Topics from groups, rings, fields, vector spaces, matrices. Pre- 
requisite: Mathematics 202 or consent. 

312a MODERN ALGEBRA II 

Continuation of Mathematics 311. Prerequisite: Mathematics 311. 

62 



531, }32 GENERAL SEMINAR 

40 lb ADVANCED CALCULUS I 

Topics from advanced calculus and functions of a real variable. 
Prerequisite: Mathematics 202. 

402h ADVANCED CALCULUS 11 

Continuation of Mathematics 401. Prerequisite: Mathematics 401. 

431, 432 SENIOR SEMINAR 

Biology 

Requirements for a Major: (a) Biology 101, 102, and eight addi- 
tional courses in Biology, depending upon the interest of the student; 
(b) Chemistry 301, 302, and (c) Physics 201, 202. 

101, 102 GENERAL BIOLOGY 

Provides an understanding of and appreciation for biological mech- 
anisms and principles through critical analysis of life processes and 
synthesis of basic facts and concepts. The nature of living matter, the 
cell and protoplasm, metabolism, reproduction, development, inheritance, 
the organism and its environment, and evolution. Lecture-discussion 
3 hours; laboratory 3 hours. 

201 COMPARATIVE VERTEBRATE ANATOMY 

A comparative study of the structure and evolutionary develop- 
ment of the organs and systems of selected representatives of the phylum 
Chordata. Morphological features in relation to classification, mode of 
life, and adaptation to the environment. Laboratory work on selected 
animals. Lecture 2 hours; laboratory 6 hours by arrangement. Pre- 
requisite: Biology 101, 102. 

202 VERTEBRATE EMBRYOLOGY 

The study of the development of the vertebrate body from single- 
celled egg to hatching or birth. The formation of organ-systems and 
the experimental approach to animal development. Lecture-discussion 
3 hours; laboratory 3 hours. Prerequisite: Biology 201. (Not offered 
1961-62.) 

211, 212 THE PLANT KINGDOM 

A survey of the plant kingdom with emphasis on structure, repro- 
duction, and evolution of representative types of all major groups of 
plants. Laboratory includes field collections and detailed study of 
selected specimens. Lecture-discussion 3 hours; laboratory 3 hours. Pre- 
requisite: Biology 101, 102. (Not offered 1961-1962.) 

301 ORGANIC EVOLUTION 

Current theories of the origin of life, the phylogenetic relationships 
of living organisms. Darwinian and neo-Darwinian concepts of evolu- 

63 



tionary mechanisms. Genetics and isolation, and the relationship of 
human culture, and the impact of Darwinism. Discussion 3 hours. Pre- 
requisite: Biology 101, 102. (Substitute for Biology 202 in 1961-1962.) 

502 FIELD BOTANY 

A study of the distribution and identification of plants in the St. 
Petersburg area, especially the taxonomy, biogeography, and evolution 
of flowering plants. Laboratory and field trips. Lecture-discussion 2 
hours; laboratory 3 hours. Prerequisite: Biology 101, 102. 

)ll GENETICS 

Fundamental principles and mechanisms of inheritance. Lecture- 
discussion 2 hours; laboratory 3 hours. Prerequsite: Biology 101, 102, 
and Mathematics 101, or consent of instructor. 

312 ECOLOGY 

Physical, chemical, and biological interrelationships in a natural 
community. Environmental factors, populations, the community con- 
cept, traffic in energy and biogeochemical cycles, and social organiza- 
tions of animal groups. Field work essentially aquatic, in nearby fresh- 
water lakes and Gulf bays. Lecture-discussion 3 hours; laboratory 3 
hours. Prerequisite: Biology 101, 102. 

331, ^32 GENERAL SEMINAR 

401 PHYSIOLOGY 

The functional relationships of the animal body. Cellular metabo- 
lism and the physics and chemistry of organic substances. Lecture- 
discussion 3 hours; laboratory 3 hours. Prerequisite: Biology 101, 102, 
Chemistry 101, 102, and Physics 201, 202. 

402b HISTOLOGY AND MICROTECHNIQUES 

The microscopic nature of cells and tissues of organisms particularly 
plant structures. Critical study of prepared slides, staining technique, 
slide preparation, and advanced use of the microscope. Lecture-discussion 
3 hours; laboratory 3 hours. Prerequisite: Biology 101, 102. 

431, 432 SENIOR SEMINAR 

Chemistry 

Requirements for a Major: (a) Chemistry 101, 102, 201, 202, 
301, 302, 401, 402, and four additional chemistry courses; (b) Physics 
201, 202; (c) Mathematics 202. German is- recommended to fulfill the 
language requirement and Physics 301 and Mathematics 301 as elective. 

64 



101, 102 MODERN GENERAL CHEMISTRY 

The basic principles of chemistry and recent developments. Struc- 
tures of chemical species, particularly the relationships of these structures 
to the physical and chemical properties of substances; the descriptive 
chemistry of familiar elements and inorganic compounds and an intro- 
duction to ionic separations and the detection of selected ions. Lecture 
3 hours; laboratory 3 hours. 

201,202 ANALYTICAL CHEMISTRY 

Chemical equilibria, methods of detection, identification, and 
separation of ions, complex formation, stoichiometry, volumetric and 
gravimetric techniques, statistical treatment of errors, selected instru- 
mental procedures. Lecture 2 hours; laboratory 6 hours. Prerequisite: 
Chemistry 101, 102. 

301, 302 ORGANIC CHEMISTRY 

Aliphatic and aromatic carbon compounds with emphasis on 
methods of synthesis, reaction mechanisms, and structural theory. Lab- 
oratory experiments selected to develop skill in fundamental laboratory 
techniques and to illustrate the more important synthetic methods of 
preparation. Lecture 3 hours; laboratory 3 hours. Prerequisite: Chem- 
istry 101, 102. 

311a SPECIAL TOPICS IN INORGANIC CHEMISTRY 

Lectures and seminars on the periodic classification of the elements 
and the correlation of structures and properties of chemical species. 
Atomic and molecular structure, chemical bonding, modern acid-base 
theory, inorganic nomenclature, co-ordination complexes, metal car- 
bonyls, etc. Laboratory work in inorganic syntheses. Lecture 2 hours; 
laboratory 3 hours. Prerequisite: Chemistry 101, 102. 

312a SPECIAL TOPICS IN ADVANCED ANALYTICAL CHEMISTRY 

An introduction to such instrumental methods of analysis as elec- 
trometric pH measurement, conductometric and electrometric titration, 
polarography, colorimetry, and spectrophotometry in theory and lab- 
oratory applications. Lecture 1 hour; laboratory 6 hours. Prerequisite: 
Chemistry 201, 202. 

331, 332 GENERAL SEMINAR 

401, 402 PHYSICAL CHEMISTRY 

The principles of theoretical chemistry. Emphasis on the solution 
of numerical exercises. Studies of the three states of matter, elementary 
thermodynamics, colloids, solutions, homogeneous and heterogeneous 
equilibria, reaction kinetics, atomic structure, and electrochemistry, use 
of physio-chemical apparatus to illustrate theoretical concepts. Lecture 3 
hours; laboratory 3 hours. Prerequisite: consent of instructor. 

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411b SPECIAL TOPICS IN QUALITATIVE ORGANIC ANALYSIS 

The identification and characterization of organic compounds, 
typical reactions used in the synthesis and proof of structure of organic 
compounds, and the qualitative detection of various functional groups. 
Lecture 1 hour; laboratory 6 hours. Prerequisite: Chemistry 301, 302. 

412b SPECIAL TOPICS IN ADVANCED ORGANIC CHEMISTRY 

Lectures or seminars concerned with such topics as resonance 
theory, reaction -mechanisms, molecular rearrangements, free radicals, 
stereoisomerism, etc. The use of the chemical library, research techniques, 
and organic syntheses. Lecture 2 hours; laboratory 3 hours. Prerequisite: 
Chemistry 301, 302. 

422 SPECIAL TOPICS IN ADVANCED PHYSICAL CHEMISTRY 

Lectures or seminars concerned with such topics as thermodynamics, 
solutions and phase equilibria, nuclear chemistry, particles and waves, 
the structure of matter, chemical statistics, chemical kinetics, surface 
chemistry, photochemistry. The use of the chemical library and various 
physio-chemical research techniques. Lecture 2 hours; laboratory 3 
hours. Prerequisite: consent of instructor. 

431, 432 SENIOR SEMINAR 



Physics 

Requirements for a Major: (a) Physics 201, 202, 311, 312, 321, 
322, 401, 402, 421, 422, 431, 432; (b) Mathematics 200, 201, 202, 
301, 302. 

101, 102 INTRODUCTION TO PHYSICAL SCIENCE 

A study of the discovery and growth of basic physical theories 
from Galileo to the present. The meaning of science and scientific 
method. Lecture 3 hours; laboratory 3 hours. 

201, 202 ELEMENTARY PHYSICS 

The concepts and theories of physics on an elementary level, 
including topics of mechanics, wave motion, sound, heat, optics, 
electricity and magnetism, and modern physics. Lecture 3 hours; lab- 
oratory 3 hours. Prerequisite: Mathematics 200. 

301 ELEMENTARY MODERN PHYSICS 

Basic topics of atomic and nuclear physics, generally from a descrip- 
tive point of view. Lecture 3 hours; laboratory 3 hours. Prerequisite: 
Physics 201, 202. 

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311 CLASSICAL THEORETICAL MECHANICS 

The dynamics of particles, systems of particles and rigid bodies. 
Vector methods. Lecture 3 hours. Prerequisite: Physics 201, 202. 

312 ELECTRICITY AND MAGNETISM 

Principles of magnetism, static and dynamic electricity. Vector 
methods. Lecture 3 hours. Prerequisite: Physics 202, 202. 

321, 322 ADVANCED LABORATORY AND TECHNIQUES 

A series of intermediate-level experiments drawn from classical 
physics chosen by each student with the consent of the instructor.. 
Instruction in such laboratory techniques as machine work, glass blow- 
ing, and electronics. Laboratory 6 hours. 

331, 332 JUNIOR SEMINAR 

341a ASTRONOMY 

Descriptive astronomy of the solar system, the galaxy, and the 
universe. Lecture 3 hours. 

342a ELECTRONICS 

Theory and application of electronic devices. Lecture 3 hours. 
Prerequisite: Physics 201, 202. Lecture 3 hours; laboratory 3 hours. 

401, 402 MODERN PHYSICAL THEORIES 

Atomic and nuclear processes and theories. Lecture 3 hours. Pre- 
requisite: Physics 311, 312. 

411b THERMODYNAMICS 

Generalization of the ideas of work, heat, energy. Mathematics of 
thermodynamics. Lecture 3 hours. Prerequisite: Physics 201, 202. 

412b OPTICS 

Geometrical optics and lens aberrations, interference diffraction, 
and polarization. Lecture 3 hours. Prerequisite: Physics 201, 202. 

421, 422 ADVANCED LABORATORY 

A series of more advanced experiments drawn from atomic and 
nuclear physics chosen by each student with the consent of the instruc- 
tor. Laboratory 6 hours. Prerequisite: Physics 321, 322. 

431, 432 SENIOR SEMINAR 



67 



College Calendar of Events 
1962-1963 

August 31- Orientation Period. Incoming freshmen should arrive on 

September 3 campus before noon, Friday, August 31. 

September 4 First day of classes 

September 24 Groundbreaking Ceremony 

October 18 Meeting of the Board of Trustees 

November 21 Thanksgiving Recess commences 

November 26 Thanksgiving Recess ends 

December 19 First Semester ends, and Christmas Recess commences 

January 2 Winter Term commences 

January 17 Meeting of the Board of Trustees 

February 2 Winter Term ends 

February 4 Second Semester commences 

April 9 Spring Recess begins 

April 18 Meeting of Board of Trustees 

April 18 Spring Recess ends 

May 3 1 Second Semester ends 



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